Varieties of normative understanding and their relation to sharing behavior in preschool children

Christner, Natalie; Paulus, Markus

doi:10.1016/j.jecp.2022.105498

Cited by 3 publications

(2 citation statements)

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“…In early childhood, Christner and Paulus (2022) took a personcentered approach exploring positive (i.e., prosocial) MSC profiles in early childhood, comprised of sharing, sharing behavior, and normative stances. Christner and Paulus (2022) found that children tend to diverge in their preferences for sharing. When combined with the larger body of work on children's MSC, which demonstrates that children display both preferences for and aversions to moral motives, it is likely that latent classes exist (Christner et al, 2020;Kochanska et al, 2010;Sticker et al, 2021).…”

Section: Current Studymentioning

confidence: 99%

“…Several themes arise based on previous studies examining MSC and behavior in early childhood. First, children who have a more moral MSC (i.e., show stronger concern for others' well-being) are more likely to engage in prosocial behavior (Christner & Paulus, 2022;Sticker et al, 2021Sticker et al, , 2023. Second, children with less moral MSC are more likely to engage in behaviors of aggression .…”

Section: Current Studymentioning

confidence: 99%

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Multidimensional profiles of head start preschoolers’ moral self-concept predict subsequent, but not concurrent, aggression

Gahtan,

Baker,

Huang

et al. 2024

Dev Psychopathol

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The moral self-concept (MSC) describes how children view themselves as moral agents. Research suggests that the MSC may relate to moral behavior, yet little is known about how MSC relates to moral behavior in preschoolers. One hundred six low-income children (M age = 52.78 months, SD = 6.61 months) and their teachers participated in this study. In the fall, children completed a MSC puppet task measure. In the fall and spring, teachers reported via children’s survey prosocial behavior and aggressive behavior. We used a person-centered approach to identify profiles of MSC, which revealed two profiles of behavior: comforting prosocials and helpful aggressors. Comforting prosocials showed a moderate preference for comforting, a slight preference for helping, and a slight preference for avoiding aggression. Helpful aggressors had a moderate aversion to comforting, a strong preference for helping, and a slight preference for aggressive behavior. Subsequent analysis of covariance analysis revealed that MSC profiles did not differ in concurrent behavior but did differ in behavior 6 months later. The comforting prosocial group participated in more aggression than the helpful aggressors. Additionally, analysis of covariance analysis of change in aggression scores over time showed that comforting prosocials aggression increased, while helpful aggressors aggression decreased. Both groups over time decreased in prosocial behavior, but to different degrees. Overall, findings reveal that the MSC in preschoolers may relate to future not concurrent moral behavior.

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Section: Current Studymentioning

confidence: 99%

Section: Current Studymentioning

confidence: 99%

Multidimensional profiles of head start preschoolers’ moral self-concept predict subsequent, but not concurrent, aggression

Gahtan,

Baker,

Huang

et al. 2024

Dev Psychopathol

View full text Add to dashboard Cite

show abstract

Bridging the gap: A longitudinal study on the relation between preschool children’s moral self-concept, normative stances, and sharing behavior

Schiele,

Mues,

Wirth

et al. 2024

Social and Emotional Learning: Research, Practice, and Policy

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Building prosocial behaviours: Examining the possibilities of social stories in early childhood classroom settings

Tan,

2024

Journal of Early Childhood Research

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Prosocial behaviours such as sharing are essential for young children’s collaborative learning experiences and social development. When learnt during the early years, these behaviours enable positive peer interactions and relationship building in social settings, laying the foundation for young children’s social and emotional competencies with implications for individual and societal wellbeing. It is, therefore, critical that the early years are optimised to facilitate the development of young children’s prosocial behaviours. Set against this context, we present the findings of our qualitative teacher inquiry project that examined the role of social stories intervention in developing children’s prosocial behaviours, particularly sharing. The study was conducted at a private kindergarten in Singapore with four preschool children between the ages of four and five with difficulties in sharing resources with peers in classroom settings. The findings show children’s gradual progress from self-centred behaviours to independent problem-solving and other-oriented sharing behaviours, demonstrating the importance of consistency, teacher facilitation and authenticity as the three key elements of a successful social stories intervention. Thus, this small-scale qualitative study adds value to the limited literature on social stories intervention to promote sharing behaviours in preschool children.

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Varieties of normative understanding and their relation to sharing behavior in preschool children

Cited by 3 publications

References 76 publications

Multidimensional profiles of head start preschoolers’ moral self-concept predict subsequent, but not concurrent, aggression

Multidimensional profiles of head start preschoolers’ moral self-concept predict subsequent, but not concurrent, aggression

Bridging the gap: A longitudinal study on the relation between preschool children’s moral self-concept, normative stances, and sharing behavior

Building prosocial behaviours: Examining the possibilities of social stories in early childhood classroom settings

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